Research described was partially supported by a fellowship from the U.S. Office of Education. (VM)

Reports on two studies on input enhancement used to support learners' selection of focus of attention in Spanish second language listening material. Input consisted of video recordings of dialogues between native speakers. Exact repetition and speech rate reduction were examined for effect on comprehension, acquisition of decoding strategies, and…

The separate and interactive effects of three kinds of background knowledge (content area, context of materials presentation, and lexical items in the text) on reading comprehension were studied. Unlike native readers, nonnatives neither show significant effects of background knowledge nor appear to have a good sense of the text's difficulty. (MSE)

Misinterpretations of the logical subject of infinitives by second language learners and prelingually deaf adults are compared with children's extension of the minimal distance principle during acquisition of infinitive complement structures and other research studies. Later acquisition of certain structure is explained in terms of the sentences'…

Japanese college students (n=483) learning English as a Foreign Language (EFL) read passages in English in one of three forms: (1) native baseline; (2) simplified; or (3) elaborated. The study found that comprehension was highest among learners reading the simplified version but was not significantly different from those reading the elaborated…

Tested the hypothesis that accented speech heard at a reduced rate would sound less accented and more comprehensible than speech produced at a normal rate. In two experiments, English native-speaker listeners rated a passage read by 10 high-proficiency Mandarin learners of English. Findings suggest that a general speaking strategy of slowing down…

This study investigated the contribution of gestures and facial cues to second-language learners' listening comprehension of a videotaped lecture by a native speaker of English. A total of 42 low-intermediate and advanced learners of English as a second language were randomly assigned to 3 stimulus conditions: AV-gesture-face audiovisual including…

A study to evaluate seven commonly employed reading comprehension testing techniques in terms of predictive validity, difficulty and discriminability is described. (Author/RM)

To determine if cloze items are sensitive to constraints across sentences, sequential and scrambled-type tests were given to native English speakers and Japanese adults studying ESL. Results showed cloze items embedded in prose are sensitive to discourse constraints ranging beyond the immediate limits of a sentence. (CHK)

Reports an empirical study which compared recalls of two types of stories--one well-structured and the other deliberately not well-structured--by students of English as a second language. Results indicate that the quantity and temporal sequence of story recall are affected by differences in story structure. (SED)

Describes a study that explored the relationship between performance of a schematic concept formation task (SCF) and reading performance in students of English as a second language. Above average readers had significantly higher SCF ranks than below average readers. Offers suggestions for future research with SCF tasks. (SED)

Describes a study of the intelligibility of three dialects--standard English, New Yorkese, and Black English--for working-class adult English learners. Results showed that comprehension was significantly affected by dialect and that learner judgments of the speakers in terms of job status, friendliness, and appearance paralleled the…

Describes a study which investigated the intersentential sensitivity of the rational deletion cloze procedure. Eighty-four college-level students of German were divided into two sub-groups; one group completed a sequential cloze task, the other completed a scrambled cloze task. There were not significant differences in performance on the two…

Reports on a study of language learners' comprehension of speech acts and discourse functions, referred to as pragmatic comprehension. Analyzes two types of learners' pragmatic misunderstandings: their failure to distinguish between phatic talk and referential talk, and their failure to identify the intended illocutionary force of indirect speech…

Conclusion of a report on the development of a film program at the English Language Institute, begun in Language Learning,'' v21 n1 Jun 1971. (RS)